NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Aleksander Kocaj; Kai S. Cortina; Anita F. Vereb; Joanne F. Carlisle – Remedial and Special Education, 2025
This study used data from the U.S. state of Michigan schools participating in the "Reading First" program to examine the stability of students' disability status in Grades 1 to 3. Reading First aimed to improve at-risk students' reading comprehension through research-based instruction. We analyzed how changes in students' disability…
Descriptors: Reading Programs, Students with Disabilities, Grade 1, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Whitney, Todd; Ackerman, Kera B. – Journal of Special Education Technology, 2023
Fluency is one of the critical factors necessary for proficient reading due to its connection with reading comprehension yet many students with reading difficulties struggle to become efficient readers of connected text. The purpose of the current study was to examine the effects of a digital reading fluency program that incorporates…
Descriptors: Reading Fluency, Reading Programs, Reading Instruction, Reading Difficulties
Stewart, Alicia A.; Austin, Christy R. – Remedial and Special Education, 2020
Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this…
Descriptors: Intervention, Reading Programs, Students with Disabilities, Attention Deficit Disorders
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Martella, Ronald C.; Nelson, J. Ron; Marchand-Martella, Nancy E.; Sinclair, Tracy E. – International Journal of Special Education, 2019
Educational researchers conduct studies to gather critical empirical evidence in the determination of what are "evidence-based" curricular programs, which in turn, directly inform adoption efforts. The predominate method of validating these programs is through the use of group experimental designs, although single-case designs have also…
Descriptors: Curriculum Evaluation, Students with Disabilities, Educational Research, Evidence Based Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Schrauben, Kristen S.; Witmer, Sara E. – Reading & Writing Quarterly, 2020
Feedback can have a positive effect on student performance in the classroom, however not all feedback is equal, and some types of feedback can actually worsen performance. Little is known about whether existing evidence-based reading programs provide the feedback that has been shown to enhance student performance. The purpose of this study was to…
Descriptors: Feedback (Response), Reading Programs, Evidence Based Practice, Early Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Taylor, Anna Louise; Calder, Samuel David; Pogorzelski, Simmone; Koch, Lauren – Child Language Teaching and Therapy, 2021
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…
Descriptors: Developmental Delays, Language Impairments, Oral Language, Intervention